Content Area Literacy Instruction for the Elementary Grades, MyLabSchool Edition

Summary

A welcome addition to the content area reading market, this much-needed text helps teachers find ways to show elementary school children the classroom value of what they learn outside of school. Using a social constructionist framework, this prestigious author team includes strategies that the National Reading Paneldeemed useful in promoting comprehension, becoming the first and only text that calls attention to evidence-based researchand its implications for instruction. Innovative in its 3 R's framework--Remembering--Reflecting--Reconsidering--it will help readers make connections and improve comprehension.

Table of Contents

Preface

vii

PART ONE Introduction

1

(16)

1 Content Area Literacy for Pre-K through Grade 6

3

(14)

Multiple Literacies at Work: Felix and the Electronic Get-Well Card

5

(1)

The Reading Process

6

(4)

The Standards and You

10

(2)

Media and New Communication Technologies

12

(2)

Importance of Motivation in Content Area Literacy Teaching and Learning

14

(3)

PART TWO Knowledge Base

17

(102)

2 Teaching Comprehension

19

(21)

Comprehension Research

20

(2)

Research-Based Comprehension Strategies

22

(1)

Making Connections

23

(3)

Creating Sensory Images

26

(1)

Making Inferences

27

(2)

Asking Questions

29

(1)

Determining Important Ideas

30

(1)

Summarizing

31

(4)

Comprehension Monitoring

35

(1)

Fluency

36

(1)

Gradual Release of Responsibility Teaching Model

37

(3)

3 Using Textbooks and Trade Books for Content Area Instruction

40

(19)

Strengths and Limitations of Textbooks

41

(2)

Strengths and Limitations of Trade Books

43

(10)

Research: Textbook and Trade Book Use

53

(1)

Using Textbooks With Trade Books

53

(2)

Reader's Purpose and Stance

55

(4)

4 Developing Vocabulary for Content Area Learning

59

(19)

The Size and Nature of Students' Vocabularies

61

(3)

What the Research on Vocabulary Instruction Can and Cannot Tell Us

64

(4)

Strategies for Teaching Vocabulary in Content Areas

68

(4)

Instructional Adaptations for Assisting Learners with Special Needs

72

(6)

5 Mediating Expository Text Structures and Common Access Features

78

(25)

Text Structure as a Framework for Writing

79

(2)

Access Features as Your Guide

81

(2)

Common Expository Text Structures

83

(13)

Evaluating Texts in Regard to Organization

96

(1)

Teaching Students to Use Organizational Features

97

(6)

6 Teaching Media and Visual Literacy in the Content Areas

103

(16)

Media Literacy: Learning to Read Visual Images

105

(3)

Viewing and Visual Literacy Activities

108

(3)

Playing to Learn in the Content Areas

111

(3)

Teaching Children Strategies for Reading and Evaluating Web Sources

114

(5)

PART THREE Learner Differences

119

(36)

7 Diversity in Content, Language, and Children

121

(17)

Selecting Content for Multilingual/Multicultural Students

123

(4)

Building Community in the Classroom

127

(6)

Giving Students Choices in How They Use Reading and Writing to Learn Content

133

(5)

8 Readers and Writers Who Struggle with Content Area Learning

138

(17)

Factors Behind the Struggle

139

(4)

Three Approaches to Teaching Readers Who Struggle

143

(4)

Examples of Instructional Adaptations for Struggling Readers

147

(8)

PART FOUR Instructional Decisions

155

(76)

9 Organizing for Content Literacy Instruction

157

(18)

Creating a Literacy-Rich Environment for Content and Literacy Learning

159

(2)

Organizing for Content Literacy Instruction

161

(4)

Visiting Classrooms

165

(10)

10 Assessing Learners and Texts in the Content Areas

175

(18)

Considering Linguistic, Ethnic, and Cultural Diversity in Assessment

177

(1)

High Stakes to Leave No Children Behind: Both Sides Considered

178

(3)

Assessing Texts and Learners

181

(12)

11 Integrating Literacy Instruction in the Content Areas

193

(18)

The Setting

194

(2)

What Is Integrated Literacy Instruction and How Is It Done?

196

(8)

Integrating Literacy Instruction into a Science Lesson: A Preservice Teacher's First Attempt

204

(3)

An Indirect Approach to Integrating Literacy in the Content Area Instruction